文章基本信息

标题：子ども（学習者）の学びと大人（教師）の学び
其他标题：Student and Teacher Learning:
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作者：深谷達史
期刊名称：教育心理学年報
印刷版ISSN：0452-9650
电子版ISSN：2186-3091
出版年度：2019
卷号：58
页码：30-46
DOI：10.5926/arepj.58.30
出版社：Nihon Kyoiku Shinri Gakkai,Japanese Association of Educational Psychology
其他摘要：The purpose of this paper was to review present research in the areas of teaching, learning, and cognition based on papers published in The Japanese Journal of Educational Psychology during the period July 2017 to June 2018 and presented at The 60th Annual Meeting of the Japanese Association of Educational Psychology in September 2018. One of the perspectives of this paper focused on "proactive, interactive, and deep learning," and the findings were organized into research on proactive learning, interactive learning, deep learning, and class design integrating three learning types. Research findings on teacher learning were also reviewed, as elucidating the mechanism of how teachers improve their teaching skills is important when implementing the goals in new courses of study in Japan. In the discussion, the following two points are stressed: (1) despite its importance, few studies on teacher learning have been conducted, so further research in this area is needed; and (2) it is important to cultivate foundations to conduct applied field research by, for example, creating opportunities to involve educational practices.
关键词：主体的・対話的で深い学び;資質・能力;教師研究;実践研究
其他关键词：proactive; interactive and deep learning ; competency and ability ; teacher education ; applied field research